Remote Learning

Definitions

Synchronous Learning - Synchronous learning requires participants to be present at the same time, virtually (e.g., live interactive classes with students and teachers as a whole group, small group or individually).

Asynchronous Learning - Asynchronous learning does not require participants to be virtually present at the same time (e.g., self-paced online courses, pre-recorded videos, independent student work).

Student Expectations

CFBISD’s expectations for synchronous learning classes:

• Attend class on time
• Follow CFBISD’s Dress Code (“camera ready”)
• Be prepared with and for assignments
• Participate actively from a school-appropriate, distraction-free workspace
• Have materials in/near the workspace
• Engage virtually with student faces shown on the screen

CFBISD’s expectations for asynchronous learning:

• Complete asynchronous activities assigned each day
• Show proof of participation in daily virtual learning by satisfactorily completing assignments to demonstrate evidence of student learning (i.e. video, picture or activities submitted as lessons and/or completing assignments)
• Communicate with the teacher when needing additional assistance, tutoring, etc.

Instructional Delivery

The goal for CFB’s remote learning is to allow for continued instruction while acknowledging the additional challenges that come without traditional, face-to-face classroom learning. Carrollton-Farmers Branch ISD is aware of and understands the difficulties faced by students and families and assures families that educational decisions are built to support all populations of students. Parents must also commit to a sense of cooperation in supporting the school’s decision making role.

Stakeholder Roles and Responsibilities

Remote Learning is not for every student. Both TEA and CFBISD recognize the younger the child, the more support they’ll need in order to learn to read and unlock their learning potential. When parents choose CFB’s Remote Learning Option, we want you to know that we will need to create a strong partnership to help support your student’s learning, social-emotional well being, and independence. It will be important that teachers get a true sense of what your student can do. As a result, finding the boundary between support and “doing for” will be critical.

Please use the following table to determine if you and your student can commit to the requirements of the program.

Expectations

In grades Pre-K through 5th, CFB’s Remote Learning requires a lot of support from caring adults at home and within the online classroom environment. This will especially be true for students in PreK - 2nd grade. Students participating in remote learning will learn all of the content expected by the state (Texas Essential Knowledge and Skills - TEKS & PreK Guidelines). As a result, online classwork and instruction will follow the scope and sequence and pacing required of students participating in the traditional learning path. Activities are designed to ensure curriculum mastery as well as fostering a love of learning. It will be imperative that school and home work collaboratively to ensure students gain the reading, writing, and mathematics skills essential to their future success.

Students will access instruction through Canvas as they participate in synchronous and asynchronous learning. Parents will assist students by ensuring they are logged on at the appropriate times to meet with teachers, supporting the logging on to Canvas and other online learning tools, and helping students stay focused on and submitting assignments. While the commitment will be larger at the beginning of the year, students and parents will be taught routines that will enable students to be more self-sufficient as the year progresses. However, please note that your assistance will be vital throughout the entire year. Parents will also be expected to maintain communication with teachers regarding academic, social-emotional and health successes and challenges throughout the year.

ARD/IEP/504 committees will determine the unique needs of students who are IEP/504 plan-entitled in making support and service recommendations for students attending school virtually. The nature of special education and Section 504 interventions may require a heavier concentration of synchronous support and services to ensure individual student needs are met.

Instructional Methods for PreK-1

Instruction for PreK through 1st grade appropriately focuses on student progress on standards and continuation of learning based off of the academic checklist. Students may receive instruction in the following ways (including, but not limited to):

• Authentic student work/assignments with timely and relevant feedback for continued progress in learning of the standard
• Hands-on activities which may need an extra pair of “at-home” hands
• Choice boards and playlists
• Seesaw tasks and turning in of assignments
• Video lessons

Instructional Methods for Grades 2-5

Instruction for grades 2-5 appropriately focuses on student progress on standards and the continuation of learning. Students may receive instruction in the following ways (including, but not limited to):

• Authentic student work/assignments with timely and relevant feedback for continued progress in learning of the standard
• Hands-on activities which may need an extra pair of “at-home” hands
• Choice boards and playlists
• Portfolio Seesaw tasks and turning in of assignments
• Assessments
• Video lessons
• Project based learning/assignments
• Group/partner projects
• Google classroom assignments

Schedule

With Remote Learning, time management is critical to success. Students and teachers must remain in communication regarding the daily schedules and assignments. As with any traditional course, there is a risk of receiving a lower grade if a student falls behind. If your student is struggling with time management, they should contact their teacher for additional assistance.

As students need to demonstrate mastery of skills in order to progress to the next grade, teachers will structure the instructional day to follow CFBISD’s Scope and Sequence. Within each content’s instructional block, teachers will plan for students to participate in synchronous and asynchronous learning. Small group and/or individual time will be scheduled to differentiate instruction within the
instructional block. This will require teachers to set up small group instruction schedules for students. It will be vital for teachers and parents to openly communicate and facilitate the schedules for the students.

Sample Instructional Minute Schedule

This schedule shows a DRAFT of our first thoughts of what a day might look like for a student learning remotely. As a result, revisions may occur. (Note: Subject & times will vary by student.)

Sample Elementary Schedule
8:00-8:30 - Morning meeting with the whole class
8:30-9:15 - Math (includes some virtual teaching and some independent work time)
9:15-9:30 - Stretch Break
9:30-10:15 - Reading (includes some virtual teaching and some independent work time)
10:15-10:30 - Stretch Break
10:30-11:15 - Writing/Word Work (includes some virtual teaching and some independent work time)
11:15-11:30 - Stretch Break
11:30-12:15 - Social Studies/Science (includes some virtual teaching and some independent work time)
12:15-1:00 - Lunch/Recess
1:00-3:00 - Students will receive individualized schedules for each afternoon, Monday through Thursday only.

• 30 min Specials
  • PE, Art, Music, Librarian Lesson
• 30 min Small Group Reading
  • May include time with a teacher for feedback or reteaching, Dyslexia therapy, GT extensions, and English LanguageDevelopment (ELD)
• 30 min Small Group Writing
  • May include Dyslexia therapy, Feedback, Reteaching, Phonics/Spelling, and English Language Development (ELD)
• 30 min Small Group Math
  • May include time with a teacher for feedback or reteaching, DreamBox, GT extensions

*Note: Students who choose Remote Learning will not have access to dance, theater, STEM or coding lessons due to the limited number of teaching staff.
**Note: As you plan your version of this schedule, you will want to ensure you have time to plan with your team and with Learning Lab teachers.

Expectations

In grades 6th-12th, CFB’s Remote Learning requires a lot of support from caring adults at home and within the online classroom environment. Students in Remote Learning will learn all of the content expected by the state (Texas Essential Knowledge and Skills - TEKS). As a result, online classwork and instruction will follow the scope and sequence and pacing required of students participating in the traditional learning path. Activities are designed to ensure curriculum mastery as well as fostering a love of learning. It will be imperative that school and home work collaboratively to ensure students gain the reading, writing, and mathematics skills essential to their future success.

Students will access instruction through Canvas as they participate in synchronous and asynchronous learning. Parents may assist students by ensuring they are logged on at the appropriate times to meet with teachers, supporting the logging on to Canvas and other online learning tools, and helping students stay focused on and submitting assignments. While the commitment will be larger at the beginning of the year, students and parents will be taught routines that will enable students to be more self-sufficient as the year progresses. However, please note that your assistance will be vital throughout the entire year. Parents are encouraged to maintain
communication with teachers regarding academic, social/emotional and health successes and challenges throughout the year.

ARD/IEP/504 committees will determine the unique needs of students who are IEP/504 plan-eligible in order to make recommendations for support and services for students attending school virtually. The nature of special education and Section 504 interventions may require a heavier concentration of synchronous support and services to ensure individual student needs are met.

Instructional Methods for Secondary Students (6th-12th)

Instruction for Middle & High School focuses on student progress on standards and course completion to assure students are college and career ready. Students may receive instruction in the following ways (including, but not limited to):

• Authentic student work/assignments with timely and relevant feedback for continued progress in learning of the standard
• Online learning platforms such as Canvas, Edmentum, TXVSN, etc.
• Blended learning
• Canvas and/or Google Classroom tasks and turning in of assignments
• Video lessons
• Project based learning/assignments
• Group/partner projects
• Google classroom assignments

Schedule

In Remote Learning, time management is critical to success. Students and teachers must remain in communication regarding the daily schedules and assignments. As with any traditional course, there is a risk of receiving a lower grade if a student falls behind. If your student is struggling with time management, they should contact their teacher for additional assistance.

As students need to demonstrate mastery of skills in order to progress to the next grade, teachers will structure the instructional day to follow CFBISD’s Scope and Sequence. Within each instructional period, teachers will plan for students to participate in synchronous and asynchronous learning. Small group and/or individual time will be scheduled to differentiate instruction within the instructional period.

Remote Learning instruction will be delivered asynchronously with some synchronous elements while following the traditional bell schedule. There will also be opportunities for on-campus instruction if a student is enrolled in a class that cannot be offered remotely. The daily schedule would follow the typical middle school and high school bell schedule.

Sample Middle School Schedule

This schedule shows a DRAFT of our first thoughts of what a day might look like for a Remote Learning MS student. Each campus is currently finalizing their campus schedule.As a result, revisions may occur. (Note: Subject & times will vary per student and per campus.)

9:00-9:40* (Monday-Friday) - Elective
9:50-10:30* (Monday-Friday) - Elective
10:40-11:20* (Monday-Friday) - ELA
11:30-12:10** (Monday-Friday) - Math
12:20-1:00 (Monday-Friday) - Lunch
1:00-1:40** (Monday-Friday) - Science
1:50-2:30** (Monday-Friday) - Social Studies
2:40-3:15* &** (Monday-Friday) - Advisory Lesson

*=Asynchronous instruction
**=Synchronous instruction

Sample High School Schedule

This schedule shows a DRAFT of our first thoughts of what a day might look like for a Remote Learning HS student. Each campus is currently finalizing their campus schedule. As a result, revisions may occur. (Note: Course & times will vary per student and per campus.)

8:00-8:50** (Monday-Friday) - Scholar Advisory or Special Education/GT Pods?
9:00-10:15* - Monday-A Day CTE/Elective, Tuesday-B Day/CTE Elective, Wednesday-A Day CTE/Elective, Thursday-B Day/CTE Elective, Friday-A Day CTE/Elective
10:30-11:45** (Monday-Friday) - ELA
12:00-12:30** (Monday-Friday) - Lunch
12:45-2:00** (Monday-Friday) - Science
2:15-3:35* (Monday-Friday) - Athletics or Elective

8:20-8:50** (Monday-Friday) - Scholar Advisory or Special Education/GT Pods?
9:00-10:15* - Monday-B Day CTE/Elective, Tuesday-A Day/CTE Elective, Wednesday-B Day CTE/Elective, Thursday-A Day/CTE Elective, Friday-B Day CTE/Elective
10:30-11:45** (Monday-Friday) - Math
12:00-12:30** (Monday-Friday) - Lunch
12:45-2:00** (Monday-Friday) - Social Studies
2:15-3:35* (Monday-Friday) - Fine Arts or Elective

*=Asynchronous instruction
**=Synchronous instruction

Grading

Grading for all Remote Learning courses will follow the same grading policy as the courses in the face-to-face model. Remote Learning courses that earn high school credit will count in GPA calculation and class rank.

Secondary Remote Learning Course Guide

Please note: All courses will be offered remotely from August 17-September 7, 2020. Once the traditional face-to-face instruction begins
students that have chosen traditional learning will return to their campus and will follow their course schedule.

The following course lists will be offered remotely during the 2020-21 school year.

Middle School Remote Learning Course Guide (after Sept. 7, 2020)
High School Remote Learning Course Guide (after Sept. 7., 2020)

CTE Remote Learning - CTE courses are unique and are typically taught by a single teacher on each campus. All CTE courses will be offered to Traditional and Remote Learners. For more information, please see the CTE Remote Learning Guide.

The CTE Coordinator and Instructional Specialist will be working with each teacher to ensure they are supported and adequate instructional materials are provided.

Remote Instruction for Acceleration and Credit Recovery - The document provides details regarding course acceleration and credit recovery..

Emotional and SEL Support for CFBISD (General Education) Please refer to our SEL Remote Learning
Model for information regarding how we will serve our CFBISD students.

Yes. Students in the traditional and the remote models will utilize the same curriculum, the same grading requirements, the same attendance requirements, and the same criteria for promotion. This continuity across both platforms will allow greater success should the district have to move in and out of remote learning for all students. What will differ are the methods teachers use for students to engage with the content.

Because all students need to demonstrate mastery of grade level Texas Essential Knowledge and Skills, elementary, middle and high school students will experience most of what they would experience in a traditional classroom. This will include instruction in all subject areas, time
for the whole class, small group and individualized instruction, and opportunities for students to work independently and with others. Students will be asked to log on for instruction at various points in the day for synchronous instruction and work independently viewing prepared videos (asynchronous instruction) or working on assigned tasks at other times. The amount of time students are engaged in a synchronous experience versus asynchronous experiences may differ from student to student depending upon grade level and needs. As with the traditional program, all classes will be offered Monday through Friday during regularly scheduled school hours.

All courses will be accessed through Canvas, the district’s Learning Management System (LMS), via the district’s website (www.cfbisd.edu). Once there, they may be directed to activities in Google Classroom and/or Seesaw (elementary). We will offer training and support for parents and students regarding how to access the curriculum and support materials in the weeks ahead.

Students will have both synchronous and asynchronous lessons that include live lessons, pre-recorded lessons, and independent work time. They may receive instruction in the following ways (including, but not limited to):

• Whole group, small group or individual instruction (prerecorded or live)
• Assigned tasks (via Canvas, Google Classroom or Seesaw)
• Hands-on activities which may need support from another set of hands
• Portfolio tasks and turning in of assignments
• Assessments
• Project based learning/assignments
• Group/partner projects

Students will need to submit assignments daily. Teachers will specify the mode for turning in assignments via Canvas, Google Classroom and/or Seesaw (elementary only). Videos are being created to share this process with students and parents and will be provided via the
District’s Webpage.

This will vary program to program, grade to grade, class to class, and student to student. The district and teachers take pride in knowing the name and need of each student and will tailor learning to the needs of the students.

Due to the unexpected closure of schools in March, the district focused on keeping students engaged in learning. Classes could be completed at times that were best for the family, and many lessons were strictly online. Based on feedback from our parents, CFBISD’s
Remote Learning will look vastly different than what you saw last Spring. It will contain direct teaching from certified teachers who will provide more active support as students work to master the Texas Essential Knowledge and Skills (TEKS) for each grade level. Students will
interact in large and small groups as well as individually. Lessons will be provided in person (synchronously) as well as through pre recorded videos (asynchronously). Assignments will be provided and completed daily and will be graded based on CFB’s grading procedures. The actual schedule and look will vary by the age and needs of our students.

According to TEA guidance, the grading policies for remote instruction must be consistent with the district’s grading policies for on-campus assignments. As a result, grading for all Remote Learning courses will follow the same grading policy as the courses in the face-to-face model. CFBISD Remote Learning courses that earn high school credit will count in GPA calculation and class rank.

Consistent daily attendance and active participation is vital to ensure students master the PreK Guidelines or TEKS for their grade level. Attendance will be taken at a specified time during each day and for each subject. In order for students to receive appropriate credit for
courses, it is important that students log in daily to asynchronous and/or synchronous instruction for each course. Parents will be asked daily to keep teachers informed of student illnesses. The 90% attendance rule is for all students, whether attending in-person or online.

Students who are eligible to receive related services through Special Education, English as a Second Language, Bilingual Education, 504, etc. and choose Remote Learning will receivethose services. In addition, you will be provided the opportunity to convene a meeting to
review the supports and services agreed upon to ensure the needs of our students are met virtually. Please note that CFB believes that students will receive the best instruction from the full-time certified teachers at their home campus. This is especially true for students in
specialized programs.

Students will be provided “live” synchronous virtual opportunities during traditional school hours to ask questions and receive feedback. Teachers will also schedule small group and individual sessions as needed.

Yes. Hopefully you were able to access support through the district’s parent page last year. This year we will enhance the support through short “how-to” videos. Plans are currently underway for these resources.

Gifted and Talented elementary services (ACE, STEAM Gifted Academy at Landry, and LEAP) will be provided by a teacher who has met both district and state requirements. Content will be differentiated for our GT students in each program either through modification of the
content, the process used to think about the topic, or the product. The level, frequency, and amount of differentiation is determined by the program guidelines as well as individual student progress monitored by the teacher.

At the middle school level, ACE identified Language Arts students access their GT services through GT Language Arts (IDS) and GT Social Studies (IDS) classes. ACE students identified for GT math will receive those services via their Pre-AP Math class. LEAP Language Arts (IDS), LEAP Social studies (IDS), LEAP Math, and LEAP Science classes will be provided for students identified to receive those services.

At the high school level, both ACE and LEAP GT students are enrolled in the Global and World Experience classes for their GT Pre-AP Language Arts class as well as their GT AP Social Studies class. ACE and LEAP students continue to progress at their math and science level through advanced programming. Students enrolled in the IB programme will continue to participate in those classes as well.

To limit larger gatherings, campus club meetings in our secondary schools will be held virtually when possible.

The district is investigating ways to mitigate against this issue. Stay tuned for more information.

Yes, each student will continue to be connected to their home campus, and parents will continue to receive communication from the campus.

Student learning and progress is of primary importance to all of us. As a result, frequent changes will not be possible. If your student is struggling with remote learning, please contact their teacher and/or home campus immediately for assistance. If your child is still struggling with the learning environment after the original contact, parents may provide a written request for a change in program placement. These requests must occur at the end of a nine week period. Since staffing decisions will be made based on the choices parents make in August, changes may require up to two weeks to process in order to maintain appropriate class sizes and instructional arrangements.

Note: A change in learning environment (traditional vs. remote) will most likely result in a change in teachers as it is unlikely that teachers will instruct in both environments. Therefore, changing learning environments will most likely result in a change in teachers.

All Remote Learning courses will be taught by certified CFBISD teachers. However, your student’s teacher may or may not be from your student’s home campus. Because CFBISD has phenomenal teachers working across the district, students and parents can expect the
same caliber of teacher and a consistent experience. In addition, students in your child’s Virtual Academy class may or may not be limited to students from your child’s home campus.

Yes. The district is working on a Remote Learning school supply list. Information will be posted on our website and will be shared by your campus.

The district does have the ability to offer virtual synchronous options. However, the protocols show that the best environment for receiving these services is in a traditional setting. Therefore, we recommend students with dyslexia go to their home school for on-campus instruction.

Yes. Students may check out a computer (grades 2-12) or an iPad (grades K-1) from their home campus. Technology plans for PreK are still being finalized. Dates/times for students to pick up technology and other materials will be communicated by your campus in August.

If you do not have internet access, please let administrators at your home campus know of your need. We will fulfill as many requests as possible.

Yes! As stated, expectations for Remote Learning are very different from last year. Students WILL be expected to attend and actively participate in each class. Compulsory attendance laws apply and students are expected to be in attendance at least 90% of the school year
to receive course credit and be promoted to the next grade level. In addition, students must also meet all other grading/promotion criteria such as passing grades, successful attempts on district and state assessments, etc. (Note: Currently TEA is indicating that all STAAR and
EOC testing requirements WILL remain in effect!)

Yes, we will be able to provide classes in both English and Spanish for our dual language students. However, as with all of our virtual learners, it may or may not be with a teacher from your child’s campus.

Due to the large number of courses offered and in an effort to provide continued, high-quality instruction within CFBISD, we are limiting the course offerings available through our secondary Remote Learning. Students enrolled in Remote Learning will have access to all
levels of instruction and will be provided with a variety of core and elective choices.

Middle School Remote Learning Course Guide (after Sept. 7, 2020)

At the middle school level, students who choose to enroll in Remote Learning will be allowed to choose their courses from the Remote Learning Catalog. The only exception is for athletics. At the middle school level, students who choose to enroll in Remote Learning will
be allowed to take middle school athletic courses on campus for only those activities. Students participating in Fine Arts remotely may attend before and after-school events, rehearsals, and performances as approved by the Director.

At the middle school level, students who choose to enroll in Remote Learning will be allowed to take middle school athletic courses on campus for only those activities. These courses will follow the bell schedule at the students’ home campus. If students are not participating on a competitive team, they will be switched to physical education remotely. Students must have their own transportation to and from campus. They must be able to attend on-campus practices and competitions.

Yes. At the middle school level, students who choose to enroll in Remote Learning will exclusively take their Fine Arts course through Remote Learning. Students participating in Fine Arts remotely may attend before and after-school events, rehearsals, and performances
as approved by the Director.

Transportation for Remote Learning students taking on campus courses will not be provided, except as documented through IEP paperwork in order for students to have access to their Special Education services.

Due to the large number of courses offered and in an effort to provide continued, high-quality instruction within CFBISD, we are limiting the course offerings available through our secondary Remote Learning. Students in Remote Learning will have access to all levels of
instruction, will be provided with a variety of elective choices, can still meet all graduation requirements, and can still be eligible for the Multi-Disciplinary Endorsement without any additional course offerings.

High School Remote Learning Course Guide (after Sept. 7., 2020)

At the high school level, students who choose to enroll in Remote Learning will be allowed to take courses not listed in the Remote Learning course catalog at their home campus. These courses will follow the bell schedule at the students’ home campus.

Students who select Remote Learning may participate in UIL events/course if they meet all UIL requirements, are enrolled in the applicable course section, and are able to attend on-campus practices and competitions. Students must have their own transportation to and
from the campus.

Students who select Remote Learning may participate in UIL events/course if they meet all UIL requirements, are enrolled in the applicable course section, and are able to attend on-campus practices and competitions. Students must have their own transportation to and
from the campus.

A Remote Learning student may take selected Fine Arts courses remotely or attend school to participate in high school Fine Arts courses. Students choosing to participate in Fine Arts exclusively remotely, may attend before and after-school events, rehearsals, and performances as approved by the Director.

Transportation for Remote Learning students taking on-campus courses will not be provided, except as documented through IEP paperwork in order for students to have access to their Special Education services.

At the high school level, students who choose to enroll in Remote Learning will be allowed to take dual credit courses at the appropriate CFBISD or ECHS campus. These courses will follow the bell schedule at the students’ home campus.

At the high school level, students who choose to enroll in Remote Learning will be allowed to take dual credit courses at the appropriate CFBISD or ECHS campus. These courses will follow the bell schedule at the students’ home campus.

At the high school level, students who choose to enroll in Remote Learning will be allowed to take courses not listed in the Remote Learning course catalog at their home campus. These courses will follow the bell schedule at the students’ home campus.